Researchers have used several constructs to explain the success and failure of organizations' open innovation initiatives. Building upon the resource-based view of the firm, we develop a model to ...explain how leadership interacts with absorptive capacity and organizational learning culture to influence open innovation outcomes. The model is tested empirically using data sourced from managers working in diverse sectors in India. Results reveal that empowering leadership leads to enhanced open innovation outcomes through the intervention of organizational learning culture. Results, however, do not confirm a significant impact of the interaction of organizational culture and absorptive capacity on open innovation. A discussion of these findings along with implications for theory and practice is presented.
Organisational Learning (OL) is essential for the survival of an organisation and has led to a significant amount of conceptual and empirical studies. However, no attempt has yet been made to track ...the overall evolution of OL literature along with the inter-related concepts of learning organisation and organisational learning orientation. Therefore, the present study attempts to fill this gap and track the interdisciplinary flow of knowledge by applying a structural methodology called Systematic Literature Network Analysis (SLNA). The results reveal four main areas of investigation within the field: i) the fundamentals of OL; ii) OL in relation to managerial and economic variables; iii) management of learning organisation; iv) learning orientation in relation to managerial and economic variables. Furthermore, this review contributes by arranging the findings into a theoretical framework which is termed organisational learning chain. Based on the co-analysis of main themes and key concepts detected, the framework integrates and highlights the factors that influence learning performance in and by organisations. Finally, several further research avenues are discussed, and the benefits of the applied review methodology are highlighted.
•Organisational learning has much to do with the strategic view of human resources.•A higher level of learning orientation results in improved OL capabilities.•HR practices, environmental scanning, internal and external communications, and measurement and auditing are critical in improvement of OL capabilities.•OL capabilities positively influence learning organisation performance and innovation.•Human capital, culture, leadership, strategy, structure, and technology are the building blocks of OL chain.
Literature examines the relationship between innovation and performance and asserts a positive relationship between organizational learning and both performance and innovation. However, few empirical ...studies analyze these relationships together. This article explores those relationships using SEM with data from 451 Spanish firms. The findings show that both variables — organizational learning and innovation — contribute positively to business performance, and that organizational learning affects innovation. Another finding of this study is that size and age of the firm, industry and environmental turbulence moderate these relations.
Does organizational learning orientation impede radical innovation? The results show that a high level learning orientation promotes myopic learning and incremental innovation, but constrains ...experimentation and radical innovation in emerging domains. The study tests hypotheses using two separate data analyses, comparing traditional PLS-SEM with fsQCA. The empirical results show that fsQCA captures better predictive outcomes than PLS-SEM. Entrepreneurs and high-tech firms should interpret the findings with some cautions because of their prosperity based on competency and learning orientation in specific fields. For the high-tech industry and entrepreneurial ventures, superior capability in a particular area leads to exploitative learning and cultivate incremental innovation.
This article delves into the critical role of learning agility in the Indian context. It specifically explores how an organizational learning culture (OLCu) fosters an employee’s ability to learn and ...adapt—their learning agility—which ultimately translates into improved firm performance. Employing a cross-sectional research design, the study gathers data through self-administered surveys from over 313 employees working in hardware service firms within the Indian IT sector. Path analysis is then utilized to analyse the collected data and unveil the underlying relationships. The findings unveil a fascinating interplay between OLCu, learning agility and firm performance. The study suggests that OLCu acts as a catalyst, fostering a work environment that encourages continuous learning and development. This, in turn, fosters employee learning agility. However, the research also reveals that learning agility plays a mediating role, meaning it partially explains the effect of OLCu on firm performance. In simpler terms, while a strong OLCu is crucial, it is the employee’s enhanced learning agility that truly unlocks the door to improved firm performance. This research offers valuable insights that can empower organizations in the Indian IT landscape. By nurturing a vibrant OLCu, companies can equip their employees with the tools and support they need to become more learning agile. This agility translates into a workforce that can readily adapt to new technologies, evolving customer demands, and a dynamic business environment. Consequently, firms can expect greater innovation, improved service delivery, and, ultimately, a significant boost in overall performance. This research also contributes significantly to the existing body of knowledge. It adds a fresh perspective to organizational learning theory by highlighting the crucial role of learning agility as a bridge between OLCu and firm performance, particularly in the Indian IT sector.
A central issue faced by many Chinese manufacturing firms is how to absorb and utilize green knowledge shared among supply chain members for superior green innovation. Invoking the indirect research ...stream of organizational learning theory, we develop a moderated mediation model in which absorptive capacity mediates the interactive effects of green knowledge sharing and stakeholder pressure on green innovation. Our hypotheses were tested using a sample of 247 Chinese manufacturing firms. The results from multiple regression and bootstrapping tests reveal that absorptive capacity fully mediates the link between green knowledge sharing and green innovation, and the mediation effect is positively contingent upon stakeholder pressure. These findings provide managerial implications for Chinese manufacturing firms, recommending that these firms effectively develop their absorptive capacities and closely monitor stakeholder pressure to realize the green innovation benefits of green knowledge sharing.
Organizational learning (OL) enables organizations to transform individual knowledge into organizational knowledge. Organizations struggle to implement practical approaches due to the lack of ...concrete prescriptions. We performed a literature review to identify OL approaches and linked these approaches to OL theories. We synthesized 18 OL approaches across three domains: people (seven approaches), processes (nine), and technologies (two). Furthermore, we suggest two directions for future research: referring to the evaluation of our results and addressing the contingencies of OL effectiveness. Our mapping guides organizations in the design of learning processes to improve long-term performance. Although relying on a single approach is unlikely to comprehensively enable OL, our mapping facilitates the combination of several approaches aligned with organizational culture and processes.
MICROFOUNDATIONS OF ORGANIZATIONAL PARADOX MIRON-SPEKTOR, ELLA; INGRAM, AMY; KELLER, JOSHUA ...
Academy of Management journal,
02/2018, Letnik:
61, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Competing tensions and demands pervade our work lives. Accumulating research examines organizational and leadership approaches to leveraging these tensions. But what about individuals within firms? ...Although early paradox theory built upon micro-level insights from psychology and philosophy to understand the nature and management of varied competing demands, corresponding empirical studies are rare, offering scarce insights into why some individuals thrive with tensions while others struggle. In response, we contribute to the microfoundations of organizational paradox with a theoretical model and robust measures that help unpack individuals’ varied approaches to tensions. Following rigorous scale development in Study 1, including samples from the U.S., UK, Israel, and China, we test our model in a large firm in the U.S. using quantitative and qualitative methods. We identify resource scarcity (i.e., limited time and funding) as a source of tensions. We also demonstrate that a paradox mindset—the extent to which one is accepting of and energized by tensions—can help individuals leverage them to improve in-role job performance and innovation. Our results highlight paradox mindset as a key to unlocking the potential of everyday tensions.
There is no learning without mistakes. However, there is a clash between ‘positive attitudes and beliefs’ regarding learning processes and the ‘negative attitudes and beliefs’ toward these being ...accompanied by mistakes. This clash exposes a cognitive bias toward mistakes that might block personal and organizational learning. This study presents an advanced measurement method to assess the bias of mistakes. The essence of it is the detection of the existing contradictions between attitude and behavior toward mistakes at the personal and organizational levels, as well as combined. This study is based on empirical evidence from a sample of 768 knowledge workers, divided into biased and non-biased subsamples following the procedure proposed in this paper. Those subsamples were next applied to the structural model, examining knowledge, learning, and collaboration cultures (the KLC approach) 's influence on organizational intelligence to validate the proposed method. Results showed that the applied method efficiently detects the DBM and exposes that in doubly mistakes-biased knowledge-driven organizations, the influence of knowledge culture on the mistakes acceptance component of learning culture is negative. So, organizations with a dominated double bias of mistakes do not accept the affirmation of learning from mistakes. Summing up, this study constitutes the Double Bias of Mistakes Theory, which states that the clash between positive attitudes and beliefs regarding learning processes and negative attitudes and beliefs toward mistakes exposed by focusing on control managers (bosses) might block organizational learning from mistakes and, as a consequence, negatively affect organizational intelligence. Without the empirical support for this theory, there was a risk that the idea of accepting mistakes as a potential source of learning would be simplified by biased minds to mistakes tolerance and rejected as ridiculous. Accepting that mistakes can be a source of precious learning does not equal mistake tolerance. On the contrary, it is the first step to managing mistakes and creating efficient error avoidance systems thanks to lessons learned from failures. This study introduces the method of measurement and detection of the Double Bias of Mistakes phenomenon, contributing to the science of organizational learning and collective intelligence-building.
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